The Relationship between Motivation, Learning Approaches, Academic Performance and Time Spent

Autor/inn/en	Everaert, Patricia; Opdecam, Evelien; Maussen, Sophie
Titel	The Relationship between Motivation, Learning Approaches, Academic Performance and Time Spent
Quelle	In: Accounting Education, 26 (2017) 1, S.78-107 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2016.1274911
Schlagwörter	Correlation; Academic Achievement; Cognitive Style; Learning Motivation; Student Motivation; College Freshmen; Accounting; Scores; Comparative Analysis; Gender Differences; Time Management; Academic Ability; Statistical Analysis; Outcomes of Education; Factor Analysis; Questionnaires; Student Attitudes; Foreign Countries; Business Administration Education; Learning Strategies; College Students; Grade Point Average; Likert Scales; Belgium; Motivated Strategies for Learning Questionnaire; Study Process Questionnaire + Suchen Sie Ihr Suchwort? Korrelation; Schulleistung; Cognitive styles; Kognitiver Stil; Motivation for studies; Lernmotivation; Schulische Motivation; Studienanfänger; Abrechnung; Buchführung; Buchhaltung; Geschlechterkonflikt; Zeitmanagement; Statistische Analyse; Lernleistung; Schulerfolg; Faktorenanalyse; Fragebogen; Schülerverhalten; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent; Likert-Skala; Belgien
Abstract	Previous literature calls for further investigation in terms of precedents and consequences of learning approaches (deep learning and surface learning). Motivation as precedent and time spent and academic performance as consequences are addressed in this paper. The study is administered in a first-year undergraduate course. Results show that the accounting students have a slightly higher score for deep learning compared to surface learning. Moreover, high intrinsic motivation and extrinsic motivation have a significant positive influence on deep learning. Next, deep learning leads to higher academic performance; surface learning on the other hand leads to lower academic performance. The effect of deep learning on performance still holds, when we control for time spent, gender and ability. Consequently we can conclude that a deep learning approach is much more than "simply" spending a lot of time on studying. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01